The Field of IT ~ Domain of Design

Instructional Systems Design

Message Design

Instructional Strategies

Learner Characteristics

 ~ Definition of IT  ~ Domain of Development
 ~ Domain of Utilization ~ Domain of Management
 ~ Domain of Evaluation ~ Glossary

             The Domain of Design – The domain of Design encompasses both the organizational (macro) systems and the instructional (micro) systems levels of the analysis and design process. The macro level is where an Instructional Designer (ID) is designing for a large organization, such as a University. The micro level of design provides units of instruction under the umbrella of a macro system, such as lesson planning or small modules of instruction. The Design domain uses the information gathered from the analyses conducted for the purpose of determining the design of the new learning solutions. The Design domain includes four major areas of theory and practice: Instructional Systems Design, Message Design, Instructional Strategies, and Learner Characteristics (Seels & Richey, 1994).

             Utilizing the preliminary knowledge gained from the analysis phase along with reflecting on the original goals provides the information needed to determine the most appropriate means to systematically design for problem solving. During the analysis phase the instructional designer works with Human Resources and Subject Matter Experts (SME’s) to gather information to help determine the appropriate solutions to resolve the performance issues. If training is deemed appropriate, then a series of analyses is conducted before designing the training. Additionally, the analysis phase includes the determination of the resources needed and the timeframe required to design, develop and implement the project.

 Upon completion of the analysis phase, the instructional designer systematically designs instruction by: establishing goal(s) and objectives, identifying assessment and instructional strategies and planning formative and summative evaluation procedures. The instructional designer uses the learner characteristics and attributes of the learning environment in order to accurately design the instruction and identify the learners’ subordinate skills and entry behaviors.  An instructional designer also decides on the sequence of the learning outcomes using results of task and content analyses. In summary, during the design phase of the instructional design process, the instructional designer identifies goals and objectives, determines appropriate instructional and assessment strategies and selects proper resources, and media.

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             Instructional Systems Design (ISD) – is an organized procedure that includes the steps of Analyzing, Designing, and Developing, Implementing, and Evaluating (ADDIE) instruction. Characteristically, the ADDIE procedure or model is a representation of a system or theory presenting complex information in a simpler way. According to Dick, Carey & Carey (2005), a model is “a simplified representation of a system, often in flowchart form showing selected features of the system” (p. 365). Therefore, the simple steps or generic methodological approach of the “ADDIE model” provides an organized design procedure for all parts of the instructional systems design process and each step in the model is based on a separate theory and practice. The analysis phase, for example, includes the process of identifying what is to be learned; designing is the process of specifying how the learning will take place; developing is the process of authoring and producing the instructional materials; implementing is the actual use of the materials and strategies; and evaluating is the process of determining the adequacy of the instruction (Seels & Richey, 1994).

 Utilizing the analysis phase along with the other phases in the ISD process implies that the steps of the ADDIE model are to be practiced in a hierarchical order as the acronym ADDIE suggests. In addition to ADDIE, there are a number of other instructional systems design models available to guide instructional designers. The Dick, Carey and Carey model (2005) and the Morrison/Ross/Kemp model (1996) are two common examples of ISD models which are most frequently used.

            The Dick, Carey and Carey model is a systematic process in which every component builds off of the previous step, and all steps are to be completed to achieve the desired learning outcomes. Each component of the model is based on theory and research. The steps represented in the Dick, Carey and Carey model are a part of the ISD process laid out to provide a map from which designers can create learning deliverables.

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          Instructional Strategies – are specifications for selecting and sequencing events and activities within a lesson. During design process, instructional designers select proper instructional strategies using instructional theories. One of the major types of instructional theories used to make instructional design decisions is learning taxonomies. Benjamin Bloom’s (1956) taxonomy of learning is one example. Bloom identified three domains of learning often referred to as KAS (Knowledge, Attitude, and Skills). The domains are as follows: Cognitive: mental skills (Knowledge); Affective: growth in feelings or emotional areas (Attitude); and Psychomotor: manual or physical skills (Skills).

Other well-known taxonomies of learning designers use to make instructional design decisions are Gagne’s (1985) categories and types of learning outcomes, Merrill’s Component Display theory (1983) and Reigeluth’s understanding relationships (1983). Table 1 compares the theories of Bloom, Gagne, Merrill and Reigeluth. 

 Table 1: Comparison of Various Instructional Taxonomies. Reigeluth and Moore (1999).

             An instructional designer uses learning taxonomies to make instructional design decisions such as: whether learning is to be teacher centered, or learner centered; whether the focus is to be problem oriented or domain specific; decisions as to who will control the learning; and whether there are interactions for learning?  Once the classification for learning has been determined then the instructional designer must decide which learning theory should be appropriately applied in order to identify proper instructional strategies.

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            Learner Characteristics – are those facets of the learner’s experiential background that impact the effectiveness of a learning process (AECT, 2001). An Instructional Designer identifies learner characteristics in order to design instruction that is tailored to learner’s needs. Learner characteristics interact with all strategies, situations, context and content (Bloom, 1976; Richey, 1992). Learner characteristics also help to know the learner and his/her previous knowledge.

            There are three basic categories of relevant learner characteristics: the situation-related characteristics; the decision-related characteristics; and the learner-related characteristics. The situation-related characteristics refer to the learners affected the most by the instruction and why the learners were targeted for the instruction. The decision-related characteristics pertain to who the targeted audience is and who should attend the instruction. The learner-related characteristics are the combined prerequisite knowledge, skills and attitudes and other learner characteristics as uncovered from a thorough and extensive front-end analysis by the instructional designer. Once the instructional designer has completed the design phase of the instructional design process, the instructional designer continues to the next development section of the ADDIE/ISD model.